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OER4Schools/LfL/5 principles with questions: Difference between revisions
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|related resources=[[OER4Schools/LfL/5 principles|The 5 LfL principles]], [[OER4Schools/LfL/5 principles expanded|The 5 LfL principles expanded]], [[OER4Schools/LfL/5 principles with questions|The 5 LfL principles expanded with questions]] | |related resources=[[OER4Schools/LfL/5 principles|The 5 LfL principles]], [[OER4Schools/LfL/5 principles expanded|The 5 LfL principles expanded]], [[OER4Schools/LfL/5 principles with questions|The 5 LfL principles expanded with questions]] | ||
}}</noinclude> | }}</noinclude> | ||
'''Focus on Learning''' | 1. '''Focus on Learning''' | ||
# '''''Everyone is a learner.''' Are students the only learners in our school? How about the teachers? Parents? Headteachers? | # '''''Everyone is a learner.''' Are students the only learners in our school? How about the teachers? Parents? Headteachers? | ||
# '''''Learning relies on the effective interplay of social, emotional and cognitive processes.''''' Do we think about what is learning about? Is it about memorising and applying certain facts? Managing emotions? Being able to make friends with one another? Making good decisions? | # '''''Learning relies on the effective interplay of social, emotional and cognitive processes.''''' Do we think about what is learning about? Is it about memorising and applying certain facts? Managing emotions? Being able to make friends with one another? Making good decisions? | ||
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# '''''Opportunities for leadership enhance learning.''''' Are we given the opportunities to make decisions on our learning? | # '''''Opportunities for leadership enhance learning.''''' Are we given the opportunities to make decisions on our learning? | ||
'''Conditions for Learning''' | 2. '''Conditions for Learning''' | ||
# '''''Cultures nurture the learning of everyone.''''' What kind of background (e.g. families, age, interests) would be most helpful to support learning? | # '''''Cultures nurture the learning of everyone.''''' What kind of background (e.g. families, age, interests) would be most helpful to support learning? | ||
# '''''Everyone has opportunities to reflect on the nature, skills and processes of learning.''''' Are there opportunities for everyone to reflect on the nature, skills and processes involve in learning? What are they? | # '''''Everyone has opportunities to reflect on the nature, skills and processes of learning.''''' Are there opportunities for everyone to reflect on the nature, skills and processes involve in learning? What are they? | ||
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# '''''Tools and strategies are used to enhance thinking about learning and the practice of teaching.''''' Are we updating ourselves and reflecting about the various tools and strategies to enhance the way we teach and learn? How are we doing that? | # '''''Tools and strategies are used to enhance thinking about learning and the practice of teaching.''''' Are we updating ourselves and reflecting about the various tools and strategies to enhance the way we teach and learn? How are we doing that? | ||
'''Learning Dialogue''' | 3. '''Learning Dialogue''' | ||
# '''''Practice made explicit, discussable and transferable.''''' Do we have the language to talk about learning so that we can discuss and reflect about it more fruitfully? How do we do that? | # '''''Practice made explicit, discussable and transferable.''''' Do we have the language to talk about learning so that we can discuss and reflect about it more fruitfully? How do we do that? | ||
# '''''Active, collegial inquiry focussing on the link between learning and leadership.''''' Do we discuss and find out how we can take the lead to decide what learning should be like in our school (and not just be directed by the authority?) How can we go about doing that? | # '''''Active, collegial inquiry focussing on the link between learning and leadership.''''' Do we discuss and find out how we can take the lead to decide what learning should be like in our school (and not just be directed by the authority?) How can we go about doing that? | ||
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# '''''Different perspectives explored through networking with researchers and practitioners.''''' Do we network with researchers and other practitioners to explore different perspectives of learning and leadership? How do we do that? | # '''''Different perspectives explored through networking with researchers and practitioners.''''' Do we network with researchers and other practitioners to explore different perspectives of learning and leadership? How do we do that? | ||
'''Shared Leadership''' | 4. '''Shared Leadership''' | ||
# '''''Structures support participation in developing learning communities.''''' Are there ways we can participate in learning or be involved in starting learning communities within the school? | # '''''Structures support participation in developing learning communities.''''' Are there ways we can participate in learning or be involved in starting learning communities within the school? | ||
# '''''Shared leadership symbolised in day-to-day flow of activities.''''' Can we see leadership being shared by various colleagues and students in the day-to-day flow of activities in the school? How is that like? | # '''''Shared leadership symbolised in day-to-day flow of activities.''''' Can we see leadership being shared by various colleagues and students in the day-to-day flow of activities in the school? How is that like? | ||
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# '''''Collaborative activity across boundaries of subject, role and status are valued and promoted.''''' Do we value and promote collaborative activities across subject, levels and roles within the school? | # '''''Collaborative activity across boundaries of subject, role and status are valued and promoted.''''' Do we value and promote collaborative activities across subject, levels and roles within the school? | ||
'''Mutual Accountability''' | 5. '''Mutual Accountability''' | ||
# '''''Systematic approach to self-evaluation embedded at every level.''''' Is there a systematic approach to self-evaluation that is evident at all aspects of our works? | # '''''Systematic approach to self-evaluation embedded at every level.''''' Is there a systematic approach to self-evaluation that is evident at all aspects of our works? | ||
# '''''Focus on evidence and its congruence with core values.''''' Is there a focus on documentation of teaching and learning that would be consistent with our beliefs on the values of education? | # '''''Focus on evidence and its congruence with core values.''''' Is there a focus on documentation of teaching and learning that would be consistent with our beliefs on the values of education? | ||
